“I Wrote This Wrong?” Investigating College Students’ Perspectives on Instructors’ Feedback in Writing

• In Event: Reader Identity, Feedback, and Assessment in Postsecondary and Adult Literacy

Abstract

Guided by Social Cognitive Theory and the technique of “wise feedback,” this study investigates how useful college students perceive the feedback they receive from instructors by interviewing 25 students in a variety of disciplines and academic years. The findings highlight that feedback is the most impactful when given in-person, constructive, focusing on content, and more facilitative. We finally suggest to establish collaborative dialogues and working toward shared goals between students and professors.

Authors

• Yan Yan, Boston University

• Mary E. Hughes, Boston University

• Christina L Dobbs, Boston University